Twenty-sixth International Conference on Learning

Abstract

The aims of higher education in South Africa are clearly set out in Education White Paper 3: A Programme for the Transformation of Higher Education (1997), which states that higher education must meet the learning needs and aspirations of individuals, address the needs of society and provide for the labor market. However, these aims and their realization are continuously challenged by the equal opportunity for access to higher education at universities in South Africa. Higher education institutions in South Africa share a common past but have dissimilar characteristics related to their local contexts, the communities they serve, their staff profiles, and their access to resources and culture. Accordingly, institutions face both common and specific challenges. Ideally, an equitable and effective educational system facilitates social mobility and leads to the growth, development, and increased prosperity of societies. While great strides have been made in South Africa in providing greater access for learners to quality higher education, substantial gaps remain in retention and success. The objective of this paper is to briefly examine the relationship between university readiness characteristics as indicated by proficiency levels on generic and domain-specific knowledge and skills reflected on national benchmark test scores (NBT), in-class interventions and learning outcomes assessment scores. The paper will highlight the debates about how higher education invest in education, guaranteeing equal opportunity for access, support for success and providing strong professional and technical skills to ensure a competitive edge for the nation in a globalizing world.